Teaching and learning strategies in Home Enteral Nutritional Therapy: Knowledge gains perceived by caregivers.

Autor:	Afonso MG; Universidade Federal de São Carlos, Departamento de Enfermagem, São Carlos, SP, Brazil.; Scholarship holder at the Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP), Brazil., Arroyo LH; Universidade de São Paulo, Escola de Enfermagem de Ribeirão Preto, PAHO/WHO Collaborating Centre for Nursing Research Development, Ribeirão Preto, SP, Brazil., Gastaldi AA; Universidade Federal de São Carlos, Departamento de Enfermagem, São Carlos, SP, Brazil., Assalin ACB; Universidade Federal de São Carlos, Departamento de Enfermagem, São Carlos, SP, Brazil., Yamamura M; Universidade Federal de São Carlos, Departamento de Enfermagem, São Carlos, SP, Brazil., Girão FB; Universidade Federal de São Carlos, Departamento de Enfermagem, São Carlos, SP, Brazil.
Jazyk:	English; Portuguese; Spanish; Castilian
Zdroj:	Revista latino-americana de enfermagem [Rev Lat Am Enfermagem] 2023; Vol. 31, pp. e3888.
DOI:	10.1590/1518-8345.6032.3888
Abstrakt:	Objective: to evaluate how different educational strategies contribute to knowledge gains perceived by caregivers of people using Enteral Nutritional Therapy. Method: a quasi-experimental study conducted in two stages: the first one included an interactive lecture class (LC) and the second was carried out in two groups: in-situ simulated skills training (ST) and reading of an educational booklet (EB). The caregivers answered a self-administered questionnaire to assess knowledge before and after the interventions; for the analysis, a generalized linear model with Poisson distribution was proposed and the comparisons were carried out using orthogonal contrasts. Results: the participants were 30 caregivers; evidence of a difference in knowledge between the t1and t0 moments is evidenced. The analysis of the final comparison about the knowledge gain between the EB and ST groups, according to Student's t, evidenced an estimated difference of -1,33, with 95% CI (-4.98; 2.31) and p-value=0.46. Conclusion: knowledge was further increased between the t1 and t0 moments, when compared to the t2 and t1 moments in both groups. When compared, we cannot conclude that one of the groups changed more than the other in relation to moment t0 and t2; thus, the study evidenced the knowledge gain after all the educational strategies in both groups.
Databáze:	MEDLINE
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